2013, Vol.10, No.1

Concept Mapping of Factors Contributing to Successful Counseling for Parents of Multicultural Families

LEE Jeeyon , Jang Jin Yi , 김문희 and 1 other persons | 2013, 10(1) | pp.1~18 | number of Cited : 13

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Psychological Characteristics of Participation Role in Bullying

신지은 , Eun-Jung Shim | 2013, 10(1) | pp.19~39 | number of Cited : 14

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The purpose of this study was to examine psychological characteristics associated with bullying such as interpersonal relationship dispositions and the fear of the negative evaluation in middle school students that play different roles in bullying(a bystander, a defender, a bully-follower, a bully, a victim) as well as those associated with willingness to seek help in bullying. A total of 543 middle school students in Daegu participated in the study and they completed questionnaires assessing interpersonal relationship dispositions(KIAS) and the fear of negative evaluation (FNE). Participant Role Questionnaire(PRQ) was used to categorize students according to their type of involvement in bullying. Major findings are the following. First, bullying was related to interpersonal disposition. Bystanders are characterized by warm/agreeable, while defenders by ambitious/dominant, warm/agreeable and gregarious/extraverted. Bully-follower did not show any distinct characteristics. Bullies were notably characterized by ambitious /dominant and arrogant/calculating. Finally, victims were characterized by cold/quarrelsome, aloof/introverted and lazy/submissive. Second, the examination of the fear of negative evaluation according to the type of involvement in bullying showed that the fear of negative evaluation was scored the highest in the victim group and the lowest in the defender group. Third, regarding the willingness to seek help, defenders showed a greater willingness to seek help. Fourth, the willingness to seek help was negatively associated with the fear of negative evaluation and aggressive attitudes. Fifth, the interpersonal characteristics of cold/quarrelsome, aloof/introverted were negatively correlated with the willingness seek for help, while ambitious/dominant, unassuming/ingenuous, warm/agreeable and gregarious/extraverted were found positively correlated with the willingness to seek help. Current findings suggest that to effectively address the problem of bullying in school, it will be necessary to include all those involved in bullying, not just victims or bullies, developing tailored interventions that takes into consideration of the different roles assumed by each student in bullying. Such intervention might benefit from consideration of interpersonal disposition of each participant role and fear of negative evaluation by others.

School Belonging as a Mediator of the Relationship Between Individual and Parental Factors and Academic Achievement of Elementary School Students

Kyoung Ok Seol , 정승원 | 2013, 10(1) | pp.41~58 | number of Cited : 16

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School Bullying: Need for Bystander Intervention and Change of Social Context

Seung-yeon Lee | 2013, 10(1) | pp.59~82 | number of Cited : 15

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Classroom-Based Social and Emotional Learning Linked to Academic Instruction: Its Effects on Social-Emotional Competences and School-Related Outcomes

Shin Hyeonsook | 2013, 10(1) | pp.83~110 | number of Cited : 37

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This study was conducted to test the effects of classroom-based social and emotional learning (SEL) on students’ social-emotional competences and school-relatd outcomes. The interventions involved 176 sixth graders in six classrooms. Two classrooms implemented SEL during academic instruction, two other classrooms employed Strong Kids curriculum, and the remaining two were assigned to a control group. Data were collected from self-report questionnaires designed to assess peer conflict resolution, emotional intelligence, positive/negative affect, academic self-efficacy, sense of school belonging, and learning skills. Analyses of covariance, mixed-design analyses of variance, and planned comparisons revealed that SEL was effective in enhancing students’ social-emotional competences and school-related outcomes but its effects varied with how it was implemented. First, SEL was effective in increasing cooperative resolution strategies and in decreasing both aggressive and avoidant strategies. In particular, Strong Kids curriculum was more effective in increasing cooperative strategies and decreasing avoidant strategies than was SEL linked to academic instruction. Second, SEL was effective in improving emotional intelligence and positive affect; however, it was not effective in reducing negative affect. Strong Kids curriculum was more effective in improving emotional intelligence but SEL linked to academic instruction was more effective in increasing positive affect. Third, SEL was effective in enhancing academic self-efficacy but was not effective in heightening sense of school belonging. SEL linked to academic instruction was more effective in facilitating academic self-efficacy than was Strong Kids curriculum. Fourth, SEL was effective in improving learning skills. Compared to Strong Kids curriculum, SEL linked to academic instruction was more effective in improving both self-management and class participation skills. These findings were discussed in light of the necessity of seeking ways to secure the intervention integrity of SEL linked to academic instruction and to ensure the sustainability of schoolwide SEL programming.

Understanding for internet use of college students: Focusing on personality, emotion, adjustment, internet use motivation, addiction

Jiyeoun Park , Mi Kyoung Song , Yang Nan-Mee | 2013, 10(1) | pp.111~137 | number of Cited : 3

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The Relationship of Claimed and Behavioral Self-handicapping to Flow experience: Moderation effect of Self-doubt

LEE EUN JU | 2013, 10(1) | pp.139~157 | number of Cited : 8

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A Qualitative study about psychosocial sequela of teachers’ violence victimization

Lee Kyu Mee , SHON KANG SUK | 2013, 10(1) | pp.159~178 | number of Cited : 40

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Relationships of Perceived Maternal Emotional Expressiveness with Basic Psychological Needs and School Happiness for Korean Elementary Schoolers

Yu Shin-bok , Sohn, Won Sook | 2013, 10(1) | pp.179~200 | number of Cited : 24

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The Influence of Emotional Regulation on Academic Achievement through Academic Emotions and Learning Strategies

Eunjin Kim , Yang Myonghee | 2013, 10(1) | pp.201~218 | number of Cited : 20

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Effects of Self-oriented and Other-oriented․ Socially prescribed Perfectionism on Self-Regulated Learning and Test Anxiety for Korean High School Students

이현주 , Sohn, Won Sook | 2013, 10(1) | pp.219~239 | number of Cited : 29

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The purpose of this study is to confirm the structural relationship among perfectionism tendency, self-regulated learning, and test anxiety. Also this study would examine if the mediating effect of self-regulatory learning is moderated by the school type such as special high schools with high-performing students and general high schools. The subjects of this study were 795 high school students(413 from special high schools, and 382 from general high schools) sampled from D city, Korea. The survey instruments used for this study were Multidimensional Perfectionism Scale(MPS), Self-Regulated Learning Scale(SRLS) and Anxiety Responses in Testing Scale(ARTS). The results indicated that there was a significant positive correlation between sub-factors of self-oriented perfectionism and the ones of self-regulated learning. Also there was a significant positive correlation between other-oriented and socially prescribed perfectionism and test anxiety. The students attending to special schools tended to show the higher self-oriented perfectionism and self-regulated learning than those in general high schools, while showing the lower test anxiety in cognitive domain. Second, the self-regulated learning significantly mediated between two types of perfectionism and test anxiety. Considering the size of effects, the direct and indirect effects between self-oriented perfectionism and test anxiety were relatively similar, but the direct effect between other-oriented․socially prescribed perfectionism and test anxiety was the larger than its indirect effect. Finally, the moderated mediating effect of self-regulated learning between perfectionism and test anxiety by school types was not significant. The findings are discussed with reference to the literature on multidimensional perfectionism. Practical and methodological implications of studying perfectionism are also discussed.

Grief and loss of youth in school and interventions based on school counseling model

Yoon Unyoung , Kumlan Yu | 2013, 10(1) | pp.241~262 | number of Cited : 22

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KJCKorea
Journal Central

The Korean Journal of School Psychology 2023 KCI Impact Factor : 1.68

2013, Vol.10, No.1